USM READS - October 11, 2010 Session 1 Presentations
Sue Beers - Learning the Lingo: Vocabulary Tools for Content Area Vocabulary Target Audience: Grade 3 - 12 Reading content area text can be like reading a foreign language. Efficient and effective instruction in vocabulary can help students make sense of the text and enable them to use the text to understand concepts. In this session, participants will learn how to approach vocabulary instruction and will examine some tools to use in developing understanding of key vocabulary terms. Kate Tayloe - Grabbing their Attention Aids in Comprehension Target Audience: Grade 6 - 12 As a content teacher your job is NOT to teach reading, but to teach your content! How do you do that when your classroom consists of reluctant learners (and oftentimes reluctant readers)? This session will focus on ways to motivate your learners by guiding both interest and confidence through effective pre-reading and vocabulary strategies.
Casy O’Keefe - Phonics Instructions vs. Reading Ability (Session 1 of 2) Target Audience: Preprimary Phonological Awareness is the foundation for phonics instruction and is strongly correlated with later reading ability. Developmentally appropriate practices for phonological awareness are interactive and engaging as well as necessary to support early literacy. This workshop will explore the use of everyday classroom routines such as snack time, calendar, transitions, and storybook interactions as meaningful contexts to facilitate phonological awareness development in young children.
Abby Schaber - Implementing guided Reading as Part of an Effective Literacy Framework Target Audience: Prekindergarten – Grade 5 This session will focus on giving children the opportunity to develop as individual readers while participating in socially supported activities. Teachers can expect to walk away from this session with an understanding of the purpose of guided reading, as well as tools for implementing differentiated instruction in both reading skills and reading strategies. Additionally, there will be a make-and take component of the session, specific to each grade/skill level.
Deborah Appleman - Content Teacher or Reading Teacher: Lessons from the Trenches Target Audience: Grades 9 - 12 This interactive session will draw from exercises in my recent NCTE book, Adolescent literacy and the Teaching of Reading: Lessons for Teachers of literature. We will take one fiction and one non-fiction text and consider hands-on approaches to teaching both reading and interpretation.
Cristy Jefson - Health Education and Reading Literacy Target Audience: All Grades Strategies for Teaching Skills-based Health Education Instruction (interpersonal Communication, Self Management, Advocacy)
Roger Essley - **Visual Tools in the Content Area Target Audience: Grades 6 – 12 We’ll see how the same hands-on tools that support emerging readers and writers also help advanced placement high school students develop 21st century digital-visual literacy skills. We’ll also explore research that underscores how essential visual supports are if we want to reach all learners, especially those who struggle with text skills. · Explore the way visual notes helps students anchor and amplify reading comprehension and make class discussion more focused and inclusive. · See how students use drawing to build definitions that make words more meaningful and make definitions that stick. · See how integrating text and pictures make content more memorable and accessible, providing effective differentiation for your text challenged kids and your high flyers. · Try a visual verbal writing tool that offers a natural approach to prewriting and an exciting antidote for dreaded revision.
USM READS - October 11, 2010 Session 1 Presentations
Sue Beers - Learning the Lingo: Vocabulary Tools for Content Area VocabularyTarget Audience: Grade 3 - 12
Reading content area text can be like reading a foreign language. Efficient and effective instruction in vocabulary can help students make sense of the text and enable them to use the text to understand concepts. In this session, participants will learn how to approach vocabulary instruction and will examine some tools to use in developing understanding of key vocabulary terms.
Kate Tayloe - Grabbing their Attention Aids in Comprehension
Target Audience: Grade 6 - 12
As a content teacher your job is NOT to teach reading, but to teach your content! How do you do that when your classroom consists of reluctant learners (and oftentimes reluctant readers)? This session will focus on ways to motivate your learners by guiding both interest and confidence through effective pre-reading and vocabulary strategies.
Casy O’Keefe - Phonics Instructions vs. Reading Ability (Session 1 of 2)
Target Audience: Preprimary
Phonological Awareness is the foundation for phonics instruction and is strongly correlated with later reading ability. Developmentally appropriate practices for phonological awareness are interactive and engaging as well as necessary to support early literacy. This workshop will explore the use of everyday classroom routines such as snack time, calendar, transitions, and storybook interactions as meaningful contexts to facilitate phonological awareness development in young children.
Abby Schaber - Implementing guided Reading as Part of an Effective Literacy Framework
Target Audience: Prekindergarten – Grade 5
This session will focus on giving children the opportunity to develop as individual readers while participating in socially supported activities. Teachers can expect to walk away from this session with an understanding of the purpose of guided reading, as well as tools for implementing differentiated instruction in both reading skills and reading strategies. Additionally, there will be a make-and take component of the session, specific to each grade/skill level.
Deborah Appleman - Content Teacher or Reading Teacher: Lessons from the Trenches
Target Audience: Grades 9 - 12
This interactive session will draw from exercises in my recent NCTE book, Adolescent literacy and the Teaching of Reading: Lessons for Teachers of literature. We will take one fiction and one non-fiction text and consider hands-on approaches to teaching both reading and interpretation.
Cristy Jefson - Health Education and Reading Literacy
Target Audience: All Grades
Strategies for Teaching Skills-based Health Education Instruction (interpersonal Communication, Self Management, Advocacy)
Roger Essley - **Visual Tools in the Content Area
Target Audience: Grades 6 – 12
We’ll see how the same hands-on tools that support emerging readers and writers also help advanced placement high school students develop 21st century digital-visual literacy skills. We’ll also explore research that underscores how essential visual supports are if we want to reach all learners, especially those who struggle with text skills.
· Explore the way visual notes helps students anchor and amplify reading comprehension and make class discussion more focused and inclusive.
· See how students use drawing to build definitions that make words more meaningful and make definitions that stick.
· See how integrating text and pictures make content more memorable and accessible, providing effective differentiation for your text challenged kids and your high flyers.
· Try a visual verbal writing tool that offers a natural approach to prewriting and an exciting antidote for dreaded revision.